Abstract: Preschool teachers' subjective feelings of fairness are one of the important factors affecting and restricting the professional identity, professional identity, occupation mission and belief. In order to reveal the subjective sense of fairness of kindergarten teachers in China, we use the method of questionnaire and interview, taking a random stratified sampling method to study on 304 teachers in 10 counties of Shanghai city in 18 kindergartens of justice, in particular (1) of preschool teachers' working environment and working conditions of justice; (2) the right to development and development opportunities of preschool teachers' sense of fairness; (3) preschool teacher evaluation of justice; (4) physical status of preschool teachers' sense of fairness; (5) the treatment of early childhood teachers sense of fairness. Results show that, the subjective fairness of a teacher preparation is better than no preparation of the teachers' sense of fairness; subjective demonstration garden of teachers is better than grade one and grade two, kindergarten teachers; teachers fair in wages and benefits are low scores; whether of the kindergarten evaluation standard or the process and results of evaluation, 40% of kindergarten's teachers are skeptical of objective and fair of evaluation. 82.24% of kindergarten teachers believe that the lack of equitable rights will lead to over pressure of teachers, nearly 80% of the teachers think that leads to occupation burnout, perceives unfairness resulted in the loss of their subjective well-being and shaking the belief of education career has reached half.